Registration has CLOSED for the Student Affairs Assessment Institute due to reaching registration capacity! Please check back in the coming months for information about the 2020 Institute taking place 23-26 June 2020!
9–12 July 2019 // Toronto, Ontario, Canada
ACPA's Student Affairs Assessment Institute, sponsored by the Commission for Assessment and Evaluation, provides a guided, curricular experience where participants can develop essential assessment knowledge and skills for their professional toolkit. This year, we are pleased to partner with CACUSS, the Canadian Association of College and University Student Services. This Signature Institute provides a guided, curricular experience where participants can develop essential assessment knowledge and skills for their professional toolkit. The Student Affairs Assessment Institute provides a balance of instruction and hands-on experience designed to ensure attendees leave with the assessment skills and knowledge necessary to develop and execute quality assessment plans on their campuses.
The Student Affairs Assessment Institute is proud to offer two developmental tracks focused on meeting attendees' needs:
Program and Service Assessment: Primarily designed to meet the needs of professionals who are charged with overseeing the development, implementation, and assessment of programs, services, and initiatives. Participants will leave with a start-to-finish assessment plan designed to measure and use the results of student learning and programmatic outcomes.
Assessment Coordination in a Division or Department: Professionals who have responsibilities that include managing a variety of large-scale assessment projects and leading assessment at a department or divisional level will be best suited within the Assessment Coordination track. Participants will leave with new knowledge and skills for developing a comprehensive department or divisional assessment plan that will be implemented at their institution.
($25 additional cost)
- Assessment 101: Introduction to assessment in student affairs that will prepare you to actively engage in the institute.
- Program Review (CAS): Understand key concepts and the process required to successfully conduct a Council for the Advancement of Standards in Higher Education (CAS) program review.
- Curriculum Assessment: A primer to assess curriculum-driven student experiences from department-level to program efforts.
Whether you are brand new to assessment, taking on new responsibilities in your individual unit, or charged with developing a division-wide plan for assessment, the ACPA Student Affairs Assessment Institute is the answer for your professional development needs! The Institute is focused on providing developmental assessment knowledge and may not be the best professional development opportunity for more advanced practitioners. If you are unsure whether or not the Institute may be right for you or have general questions, please contact Tricia Fechter Gates.
Dr. Jennifer Brant | she, her, hers | @brant_jenn
Jennifer Brant belongs to the Kanien'keh:ka (Mohawk Nation) with family ties to Six Nations of the Grand River Territory and Tyendinaga Mohawk Territory. Jennifer completed her PhD in Education at Brock University, recently taught in the Faculty of Education at the University of Manitoba, and is currently an Assistant Professor at the Ontario Institute for Studies in Education, University of Toronto. Jennifer's dissertation entitled "Journeying toward a Praxis of Indigenous Maternal Pedagogy: Lessons from our Sweetgrass Baskets" provides insight into the value of a unique pedagogical approach as it relates to cultural identity development and academic success. Her work positions Indigenous literatures as educational tools to inspire empathy, compassion, healing, and wellness. Jennifer is the co-editor of "Forever Loved: Exposing the Hidden Crisis of Missing and Murdered Indigenous Women and Girls in Canada" and writes to call for an immediate and effective response to racialized and sexualized violence. Through her community work, teaching, research, and writing, Jennifer is dedicated to encouraging teacher candidates to engage in the Truth and Reconciliation Commission of Canada's Calls to Action.
Dr. Stephanie Waterman | she, her, hers | @watersteph
Stephanie J. Waterman is Onondaga, Turtle Clan, from the Onondaga Nation. She is the mother of two daughters and a proud grandmother. She earned her doctorate from Syracuse University after working there in 11 different departments. Her research has explored Native American/ Indigenous college student experiences. She and her colleagues, Heather J. Shotton, and Shelly C. Lowe edited the first book on Native American student affairs, Beyond the Asterisk: Understanding Native Students in Higher education (Stylus, 2013), and their second book, Beyond College Access: Indigenizing Programs for Student Success launched in 2018 (Stylus).
Indigenous post-secondary student success—making the experience more than survival—is what drives her work. Many Indigenous students center their culture as they navigate postsecondary institutions, using their families and communities as foundations to their resiliency. Institutions, however, vary greatly in how they understand and support Indigenous students. Many institutions in the United States are unaware that there is an Indigenous student population on their campus.
Dr. Anne E. Lundquist | she, her, hers | @AnneElundquist
With vast experience in both the classroom and the administrative conference room, Anne Lundquist believes that institutions of higher education can, and should, continue to adapt in order to compete in the 21st-century marketplace. In her role as Assistant Vice President, Campus Adoption for Campus Labs, she draws on her nearly 30-year career as an educator to help campuses understand the value of technology and data-informed decisions. Before joining Campus Labs, Anne served as Director of Strategic Planning and Assessment for the Division of Student Affairs at Western Michigan University, where she championed a holistic framework for student success. In addition to her varied administrative leadership roles at WMU and four liberal arts colleges, she has taught both undergraduate and graduate courses in diverse subject matter, including educational leadership, institutional effectiveness, oral communication, writing, and literature. An expert in enterprise risk management, Anne gives conference presentations, leads webinars, and has authored or peer-reviewed numerous articles and book chapters on strategic planning. She holds both a Master of Fine Arts in Creative Writing and a Doctor of Philosophy in Educational Leadership, Higher Education, from Western Michigan University. She earned her Bachelor of Arts from Albion College.